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Level 
group
A
(Basic User)
B
(Independent User)

(Proficient User)
Level
A1
A2
B1
B2
C1
C2
Level 
name
Breakthrough or 
beginner
Waystage or 
elementary
Threshold or 
intermediate
Vantage or upper 
intermediate
Effective Opera
-
tional Proficiency 
or advanced
Mastery or 
proficiency
Descrip tion
– C
an understand
 
and use familiar
 
ev
eryday
 
expressions
 
and very basic
 
phrases aim
ed at
 
the satisfaction
 
of needs of a
 
concrete type.
– C
an introduce
 
him
/herself and
 
others and can
 
ask and answer
 
questions about
 
personal details
 
such as where he/
she lives, people
 
he/she knows and
 
things he/she
 
has.
– C
an interact
 
in a simple way
 
prov
ided the
 
other person talks
 
slowly and clearly
 
and is prepared
 
to help.
– C
an understand
 
senten
 ces 
and
 
frequently used
 
expres
 sions 
related
 
to areas of m
ost
 
imme
 diate 
relev
ance
 
(e.g. very basic
 
personal and
 
family information,
 
shopping, local
 
geo
 grap
hy,
 
em
ployment).
– C
an communicate
 
in simple and
 
routine tasks
 
requiring a simple
 
and direct exchange
 
of inform
ation on
 
familiar and routine
 
matters.
– C
an describe
 
in simple terms
 
aspects of his/
her background,
 
immediate
 
environment and
 
matters in areas of
 
immediate need.
– C
an understand
 
the main points
 
of clear stan
 dard
 
in
 put on fam
iliar
 
mat
 ters 
re
 gularly
 
en
 coun
 tered 
in
 
work, school,
 
leisure, etc.
– C
an deal with
 
most situations
 
likely to arise
 
whilst trav
elling in
 
an area where the
 
language is spoken.
– C
an p
ro
 duce
 
simple connected
 
text on to
 pics that
 
are fam
iliar or of
 
personal interest.
– C
an de
 scribe
 
experiences and
 
ev
ents, dreams,
 
ho
 pes 

ambi
 tions
 
and briefly giv

reasons and expla
-
na
 tions 
for 
opi
 nions
 
and plans.
– 
C
an 
under
  stand
 
the main ideas of
 
com
 plex text on
 
both con
 crete and
 
ab
 stract 
topics,
 
including technical
 
discussions in his/
her field of spe
-
cialisation.
– C
an inter
 act with
 
a degree of fluency
 
and spontaneity that
 
makes regular inter
-
action with native
 
speak
 ers quite pos
-
sible without strain
 
for either party.
– C
an pro
 duce
 
clear, detailed text
 
on a wide range of
 
sub
 jects 
and 
ex
 plain
 
a v
iew
 point on a
 
to
 pical 
issue 
gi
 v
ing
 
the adv
an
 tages and
 
disad
 van
 tages 
of
 
v
arious options.
– C
an understand
 
a wide range of
 
demand
 ing, 
longer
 
texts, and recognise
 
implicit meaning.
– C
an express ideas
 
fluently and sponta
-
neously without
 
much obvious
 
searching for
 
expressions.
– C
an use language
 
flexibly and
 
effectively for
 
social, academic
 
and professional
 
purposes.
– C
an produce
 
clear, well-
structured, detailed
 
text on complex
 
subjects, showing
 
controlled use of
 
organisational
 
patterns, connectors
 
and cohesive
 
dev
ices.
– C
an
 
understand with
 
ease virtually
 
ev
erything
 
heard or read.
– C
an
 
summarise
 
inform
ation
 
from
 different
 
spoken and
 
written sources,
 
reconstructing
 
arguments
 
and accounts
 
in a coherent
 
presentation.
– C
an express
 
him/herself
 
spontaneously,
 
v
ery fluently
 
and precisely,
 
differentiating
 
finer shades
 
of meaning
 
ev
en in the
 
most complex
 
situations.


14
VII  What are Kids’ English 2 Key 
Features?
Titles of the lessons and units
They focus on the new vocabulary, phrases or grammar structure 
to be introduced in the lesson. They are designed to help teachers to 
understand what the lesson will be about.
Where possible the title includes the vocabulary or language 
point of the lesson. They are designed to help pupils to understand 
what the lesson will be about, and to remember it.
Use of pictures
in kids’ english 2 all pictures serve a language learning func-
tion. There are no pictures just for decoration. The pictures must 
be used actively during the lessons both by teachers and pupils. 
Misusing or neglecting the pictures will reduce the effectiveness of 
teaching and learning.
Songs
At this age songs are a very effective way or means of learning 
english. They help them memorise the vocabulary or structures very 
easily although they just start learning how to read or write. For 
this reason most of the lessons in kids’ english start with songs 
where pupils sing and at the same time learn. Topical songs can be 
met nearly in all lessons through the Pupil’s book. First pupils lis-
ten to a song. During the two next lessons pupils listen and repeat 
the same song. in the final (the 4th) lesson pupils will sing the song 
themselves.
NOTE: Don’t worry if the pupils cannot sing the whole song. it’s 
ok if they sing some lines or even just some words.
Look /watch and do
Look /watch and do activities are carried out through imitating 
the teacher’s actions or watching the videos in the DVD. it is really 
useful both for the teacher and the pupils to watch the videos in the 
DVD before doing such activities because they will help them under-
stand and perform the activity correctly.
Matching activities
in this kind of activities pupils match the pictures and the new 
words by guessing the meaning. When they finish they should 
check their answers with you or with their partners to find out 
whether they guessed right or wrong. This activity is much more 
fun than the traditional method in which the teacher gives the 
meaning of the new words. it also helps to develop the pupils’ 


15
cognitive skills. e.g. by comparing the english word to any other 
languages they know and seeing if they can find the meaning in 
this way. Using one language to learn another is an important skill 
in foreign language learning. (it doesn’t matter if your pupils can’t 
guess, or guess wrong. You will tell them the meaning of words if 
necessary.)
Listen and repeat
Listen and Repeat activities are mostly done after pupils know 
the meaning of the words or structures. Research shows that we 
memorise better if new words or structures are listened and repeated 
once pupils know the meaning, rather than listening and repeating 
without knowing the meaning of the new words or structures.
Chain Drill
This activity is used frequently. Chain Drills are a good way of 
dealing with new material. Chain Drills give every pupil a chance 
to practise the new language or structure. They can be done very 
quickly. 
Chain Drills are a class activity. The teacher introduces the new 
material. For example: 
I like apples. The teacher practises this with 
one pupil. s/he says 
I like apples. What about you? or And you? The 
pupil answers for him/herself and asks the question (
What about 
you? or And you?). The teacher answers for him/herself and practises 
this structure with this pupil again, the other pupils watch and lis-
ten to him/her. After that the teacher can ask the pupils to do the 
same procedure like this:
P1: i like apples. 
(Turns to the next pupil.) What about you? or 
And you?
P2: i like bananas. 
(Turns to the next pupil.) What about you? or 
And you?
P3: i like oranges. 
(Turns to the next pupil.) What about you? or 
And you? and so on.
To make the process faster, the teacher can organise the Chain 
Drill in rows.
Point and Say
This activity is used to practise new words. it helps pupils memo-
rise the new vocabulary in a practical way rather than learning the 
new words by heart. 
Point and say is pair work which is done with the help of pic-
tures. Pupil A points to a thing in the picture. Pupil b says the 
word. After that they take turns.


16
Games
Game activities are used in kids’ english 2 for three purposes: 
to warm up the class at the beginning of the lesson, to practise 
language or a structure which is being studied in the lesson and to 
recycle the learnt material. These activities make lessons interest-
ing and fun and often also offer the opportunity to drill language 
thoroughly. They increase the pupils’ interest and encourage them 
to learn more.
Drawing
some activities in the book require pupils to draw or colour. We 
have noticed that most pupils of this age do it willingly as it adds 
fun and variety to a lesson. if however some pupils are reluctant, 
you should explain that it is not necessary to be a good artist to 
make quick, simple drawings. When pupils need to be more artistic, 
you should give them more time and encourage them to think hard 
about their design. Also try to make sure that there is at least one 
pupil with a talent for drawing in each group.
Pronunciation
At this stage, as pupils just start learning english, pronuncia-
tion is basically done after pupils have learnt the meanings of words 
through repeating after the DVD or the teacher. Research shows 
that it is effective and easier to learn how to pronounce words when 
pupils know their meaning.
We also found it best to start introducing the english sounds 
from the very first lesson when they begin to learn the letters. For 
example, when they learn the letter A, they are introduced only the 
sounds 
 and. it is not recommended to introduce transcription 
to pupils.
You are recommended to make a pronunciation poster with the 
letters and pictures like the ones below. sometimes they can be com-
plete, for example for the letter b, because the letter b does not 
give more than one sound, and sometimes they may be incomplete, 
for example for the letter A in the first lesson, because the letter A 
gives different sounds in different situations. so whenever the other 
reading rules are introduced, you can complete them.
You can find detailed informa-
tion on how to introduce the sounds/
symbols in the Teacher’s guide in a 
relevant activity.
Reading
This year the pupils start learn-
ing the AbC, the sounds and read-


17
2– Kids’ English, 2-s. metodik qo‘llanma
ing. Please, note that we do not teach them reading rules but give 
them activities where they can understand how to blend sounds and 
read the words. in the table below you can find activities for devel-
oping reading skills. You can use them where appropriate in order 
to help the pupils to start reading in english. For the first three 
lessons there are no reading tasks. so you can start giving reading 
tasks from the 4th lesson of the first unit. 
We also offer some game activities for developing reading skills.

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